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Lauren Salmon Unit of Study: NYC Landmarks - The Brooklyn Bridge Goal of Lesson: NYS Common Core State

Standards: Approaches to Learning: Curiosity and Initiative (G) Willingly engages in new experiences and activities. Communication, Language & Literacy: Demonstrate that they are motivated to communicate (C) Listens attentively for a variety of purposes (e.g. for enjoyment, to gain information); Key Ideas & Details (2) With prompting and support, retell details in a text; Comprehension & Collaboration (2) With guidance and support, confirm understating of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. The Arts: Visual Arts (C) Uses materials to build and create pieces that represent another item; (D) Chooses materials and subjects with intent and purpose. Technology: Using Technology (C) Uses technology tools independently. Objectives: - Students will be able to recall one Brooklyn Bridge related fact learned during the meeting lesson. - Students will be able to use materials to create a bridge structure. Pre-Assessment: - At the beginning of meeting, students will be asked if they know anything about the Brooklyn Bridge prior to the lesson being taught; responses will be recorded. Post-Assessment: - After creating their bridge structure a photo of each students artwork will be taken for their NYC journals. Students will be asked to dictate something they learned about the Brooklyn Bridge to the teacher who will record their responses. The photo and dictation will go into the journal together. Materials: - Craft sticks - Pipe cleaners - Model magic - String - Paper plates - Glue - Construction worker hats - Camera - Paper & Pencil for recording

Use of Technology: - The classroom digital camera will be used to photograph each students bridge when they have completed their work. Students will be given the option to photograph their own structure if they wish. Once printed the photos will be added into their NYC journals. As it is difficult to find space for 30+ structures in the classroom, the students will be allowed to bring them home, however they will likely be fragile and transporting them home may be difficult. Offering them the opportunity to photograph their artwork gives them the ability to cherish and share their creation regardless of what happens with the physical piece. Differentiation: - For students who have: o Fine motor skill deficits: larger materials will be available for them to manipulate. o Difficulty with expressive language: they will receive prompts from teachers to help guide them and support them as they discuss a Brooklyn Bridge fact. o Spatial orientation challenges: bumpy seat cushions will be available o Difficulty following directions: teachers will provide visuals to reference and prompt students to stay on task Students with pre-arranged visual calendars will be prepared in advance as to when they will be participating in each activity. Certain students in the classroom are working on waiting their turn and may be intentionally selected as part of the second group of children at the bridge activity table.

Seating Configuration: - The lesson will be taught during a 15 minute meeting time on the rug. Students sit in a semi circle on their name cards, which are placed on the rug during snack time by a teacher. 3-4 students who have difficulty sitting still on the rug and need support sit just behind their peers on chairs (some have seat cushions). - After meeting, students are given 4 options as to what activities they may participate in. Each activity takes place at one of four tables in the classroom. At any given point there may be a few students on the rug using rug toys, looking at books or at the pretend play area. Students may move from activity to activity after they have completed their task or once they feel they are ready to move on. Teaching roles and collaboration: - Teachers have been collaborating on the NYC Landmark unit and each teacher has created their own lesson and activity for the class (ie: Central Park, Flatiron Building, Rockefeller Center, Empire State Building). The class has been working on this theme for little over a week.

During meeting, teachers will lend support where needed to students sitting on the rug and in chairs. During activity time, teachers will be at activity tables, floating around the classroom and supervising the bathroom.

Classroom Management: - Students have been working towards filling up their Friendship Jar with beads. Once the jar is full, they will earn a party. Students will be encouraged to sit with a calm and quiet body during meeting and reminded that they can earn a bead. - If a student is demonstrating disruptive behavior during the meeting, the student will be reminded of the appropriate behavior. - If a student demonstrates disruptive behavior during the activity portion they will be offered the option to move to a different activity and come back at another time when they are ready. - Students who are doing the right thing (ie: raising hands, sitting calmly) will be acknowledged and praised. Engagement of the students: - Students will be asked to participate throughout meeting time to keep them focused and engaged in the lesson. o Some students will be called on to stand up and choose fact cards and show images to their friends, while others will be called on to peel off pieces of paper covering the bridge. - If teacher feels as though the students are losing focus, a movement break will be added to the lesson to increase attention. Connection to previous lesson/prior knowledge: - Although they have been working on the NYC landmark unit the students have not yet formally discussed the Brooklyn Bridge. Lesson presentation: 15 minutes - Boys and girls, almost 150 years ago in Manhattan there was a huge problem. Im going to tell you them problem and lets see if we can figure out how it was solved! So, a very long time ago the only way for people to get from Manhattan to Brooklyn and Brooklyn to Manhattan was by boat! Sometimes it was fun to travel this way but in the very cold winter the East River would freeze up and boats could not pass through. But what about people that needed to get from Manhattan to Brooklyn and back again? How did they fix this problem? Take a minute to think about this and then with a quiet hand let me know if you have any ideas. - Wow, sounds like there are a lot of great ideas. Who else agrees that a bridge could help people get back and forth and they wouldnt have to worry about the river freezing? I agree! The good news is that they built this bridge - do you know what this bridge is called? YES! The Brooklyn Bridge!

If you have ever been to Brooklyn please put your finger on your nose. If you have ever been over the Brooklyn b=Bridge please put your hand on your head. Great! Now we are going to spend a couple of minutes going around to see if anyone knows anything about the Brooklyn Bridge that they would like to share. If you dont want to share anything that is okay. Remember we already know who has been over the bridge so now I want to hear if anyone knows anything about the Brooklyn Bridge! How great! It sounds like some of us know a little bit about the Brooklyn Bridge but the good news is we are going to learn much more! I put a bunch of cards on the floor here, and each one has an interesting fact about the BB on it. Im looking to call up children who are sitting with a calm and quiet body. (Start by calling up the first child to pick the card with the 1 dot drawn on it. After student picks card and hands it to the teacher they have a seat. Teacher reads fact and then calls on another student to peel off the corresponding paper (1) from the laminated picture of the BB.) (After all facts are read and the bridge has been revealed) Great listening boys and girls, wow we really learned a lot about the BB! Now at table #4 today we are going to have a chance to be engineers of our own bridges. I am going to start with 4 students and then we will give other children a chance. If you dont have a chance today, dont worry you will all have a chance to build your own bridge! Teacher reads off the list of the other activities available for students.

Active Involvement/Small Group: - Once seated at the table students will have the opportunity to look at several images of the BB up close. - Teacher will review some main components of the suspension bridge (teacher will explain suspension bridge) such as the towers, cables and deck. Independent work: - 4 students will begin at table 4 working as engineers on their bridges using available materials. - Support will be given as needed. - Once students have completed their bridge they will have the opportunity to photograph it before they move it and let another student sit down. After the piece is photographed the teacher will explain that the photo will be printed and added to their NYC journal. The teacher will ask the student to dictate something they learned about the BB to be included underneath their picture. Final Summary: - Instead of reading a story at the end of the day, students will come together in a story mush on the rug to discuss the topic of the Brooklyn Bridge. Teacher may initiate and maintain conversation using any of these questions: o What did you learn about the BB that you didnt know before? o Does anyone have any questions about the BB?

o Did you have anything about the BB you would like to share? o Is there anything else that youd like to learn about the BB? The second part of this lesson will take place the following day for the students in the morning section. Once all students have had a chance to work on their independent bridges, teacher will summarize both lessons for the students and let them spend time looking at their NYC journals and their classmates once the photographs have been added.

Extension Activity: - Due to the fact that the school day is split into two sessions but some children spend the whole day at school, lessons must be repeated so that every child is exposed to material but they must be modified so that they arent redundant for those children that may have already sat through them. - For the second part of this lesson the teacher will review the facts of the BB and then discuss different types of bridges. Students will have opportunities to get up during the meeting and help the teacher demonstrate different bridges. As a follow up activity students will work together as a group in the block area to create a bridge using blocks and other materials. Students will be asked to explain different portions of the bridge to assess for knowledge retained from both lessons. - Once photos are printed, students will have an opportunity to review their photo and reflect on their work with a teacher. Teacher will include their photo and their dictation into their journal and ask students to complete the final project by writing the name of the landmark (Brooklyn Bridge) above their bridge.